Lady Jane Grey Primary School

What Ofsted said

From the inspection on 3 June 2025

Respectful relationships are at the heart of this school. Pupils do their best to live up to the school's high expectations. They are an asset to the school, and they achieve well. The school encourages pupils to develop 'resilience, empathy, self-awareness, passion, excellence, communication and teamwork'. The 'RESPECT' values inspire pupils. Reception Year children show great resilience as they challenge each other to climb higher on the new climbing frame. Pupils throughout school are kind, accepting and value everyone. A range of opportunities, such as sports clubs and competitions, gardening, musical instrument lessons, choir and dramatic performances, instil their passions. During residential visits, pupils increase their independence and thrive on teamwork activities. Visiting professional sportspersons, for example, encourage pupils to strive for excellence. Pupils develop a strong sense of responsibility. Sports ambassadors organise activities on the playground. Older pupils care for and play with younger pupils, who clearly look up to them as role models. They set a strong example. The school values pupils' views. For example, the student council talks to staff about what works well in school, and the school makes adaptations based on pupils' feedback. Parents wholeheartedly recommend this school. They value the nurturing care that staff provide to children and the school's welcoming sense of community.

What the school should improve

• In some subjects, there is a lack of clarity about what pupils should learn and the sequence for learning. Where this is the case, the implementation of the curriculum is sometimes less secure and pupils' knowledge and recall of what has been taught is weaker. The school should ensure that the key knowledge that pupils need to learn is identified clearly so that pupils can achieve consistently well.
• At times, the school's approach to checking and evaluating the implementation and impact of the curriculum, including in the early years, could be more rigorous. This means that some areas for development are not always identified or addressed as swiftly as possible. This also affects the identification of professional development opportunities for staff to maximise their expertise and drive improvements. As a result, pupils' achievement is not as consistently strong across the curriculum as it should be. The school should continue to refine its approach to reviewing its work, ensuring that staff receive timely and appropriate support to make improvements to raise standards further.

Read the full Ofsted report (opens in a new tab)